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This document contains four papers that examine four diverse topics from the field of adult education: multiculturalism, ageism, mathematics, and new paradigm research. In "Editorial Introduction," Roger Fieldhouse gives an overview of the papers and the experience of their authors. The first paper, "Multi-Cultural Perspectives on Adult Education: Putting Policy into Practice" (Nancy Gidley), discusses the need for multicultural education and issues of curriculum, access, staff development, resources, and management. The role of nurse education in challenging ageist attitudes among student nurses in the delivery of health care to older adults is examined in Catherine Cadman's paper "Ageist Practice in Nursing: The Challenge to Professional Education." In her paper "Transposing Mathematics from the Margins to the Centre," Roseanne Benn discusses the links between democracy, adult education, and mathematics. Allen Parrott's paper "Adult Education and New Paradigm Research" describes new paradigm research and suggests that adult education would be an especially fertile ground for new-style inquiry methods and philosophy because of their accord with adult education values. (MN)

This document contains six papers examining the theoretical and practical development of university adult continuing education (ACE) curricula in the late 1990s. The following are among the factors considered in "An Exploration of the Factors Affecting the Adult Continuing Education Curriculum" (Roseanne Benn): goals; cultural, political, and educational forces; and experiences or philosophies of knowledge. "Word-Power: The Influence of Language on Practice in Curriculum Development" (Simon Trezise) explores the power of the dominant discourse and the power of individuals to resist or change it. The drive toward vocational relevance in ACE in the last 2 decades and its effect on curriculum development is analyzed in "A Re-formation of Liberal Values: Embedding Transferable Skills in the Adult Continuing Education Curriculum" (Roger Fieldhouse). The trend toward a "skills-based" history in ACE is traced in "Developing a History Curriculum for Adult Learners--A Case Study" (Lynne Thompson). "A Part-time Humanities Degree off Campus: Factors in Curriculum Design" (Ella Westland) describes efforts at the University of Exeter's outpost in Cornwall to respond to changing student demands and funding formulas. "Widening Access: A Curriculum for Distance Learning" (Caroline Whiting) outlines the process of setting up distance learning provision in ACE at Exeter. (MN)

This paper explores the value of encouraging adults in the United Kingdom to participate in learning in science through extensive consultations with practitioners in the field of science education. Data were also collected through a literature review and a brief survey to collect views regarding adults' participation in learning opportunities in science. This paper reports that the analysis confirmed the need to promote and develop additional opportunities for adult participation in education in the sciences, engineering, and technology. The following were among the nine broad suggestions for promoting more democratic access to dialogue and debate about science matters and to widen participation in related learning: (1) initiate planning for a more coherent and flexible lifelong learning curriculum responsive to communities and interest groups; (2) celebrate and promote examples of good practice encouraging adults to learn more about science for its own sake; (3) develop wider access to initial and in-service training provision in relation to science teaching; and (4) expand access to short courses in media presentation and communication for scientists and journalists. Thirty-eight specified recommendations directed toward specific agencies were also presented. The following items are appended: lists of core members of the Advisory Group on Adult Learners and Science and survey respondents; selected statistics; and a 53-item bibliography. (MN)

Reflecting the changing ideological and economic perspectives of the government of the day, the expansion of higher education in England has prompted numerous reforms aimed at reshaping and restructuring the sector and its funding. Leading to student riots and sparking some of the sharpest controversies in British higher education the reforms introduced in 2012/13 are by far the most radical and those concerning higher education funding and student finances the most far-reaching. This book seeks to unpack the drivers for the reforms while locating them in a broad historical, ideological, and policy context. Informed by the vast literature and research on higher education this book brings together recognised experts including leading academics and policy analysts. Divided into two parts, the first provides history and context while the second examines particular issues and themes arising including: historical antecedents of the reforms and tuition fee policies; the distinctive characteristics of the reforms; an economic critique of the limits to marketisation and the commodification of higher education; the drivers behind social mobility and widening participation and the subsequent impact of tuition fees; the consequences of fee setting policies among institutions; the impact on part-time students; the entrance of new providers in the higher education sector; the impact on institutional autonomy and freedom; and the policy vacuum on postgraduate education and the future of research. While the reforms have attracted significant media coverage focusing on the short-term consequences of the reforms, this book goes far beyond the media headlines to identify the nature of the reforms and to understand their impact on higher education institutions, students, and society as a whole. Contents include: (1) Introduction (Claire Callender and Peter Scott); (2) Public Expenditure and Tuition Fees: The search for alternative ways to pay for higher education (Michael Shattock); (3) The Coalition Government's reform of higher education: Policy formation and political process (Peter Scott); (4) A bridge too far: An economic critique of marketization of higher education (Gareth Williams); (5) The end of mystery and the perils of explicitness (Ronald Barnett); (6) As easy as AAB: The impact of the quasi-market on institutions, student numbers and the HE sector (Gill Wyness); (7) Widening participation and social mobility (Anna Vignoles); (8) Part-time undergraduate student funding and financial support (Claire Callender); (9) Aspects of UK private Higher Education (Paul Temple); (10) Postgraduate education: Overlooked and forgotten? (Geoff Whitty and Joel Mullan); (11) Leading the British university today: Your fate in whose hands?; and (12) Conclusion (Claire Callender and Peter Scott). An index is included.

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

This book contains the following papers about considerations in developing joint European quality norms for vocational guidance: "Joint Quality Norms in Guidance"; "Careers Guidance in the Information Society" (Frans Meijers); "The Changing Nature of Guidance" (J. Chamberlain); "Quality with Policy: Beyond Calimero?" (Saskia den Broeder); "Ethical Guidelines for Guidance Counsellors. Discussion Paper Draft Version" (Danish National Council for Vocational and Educational Guidance); "Ethics in Careers Guidance" (Frans Meijers); "Internationalisation: Economy and Ecology" (Peter Plant); "Deregulation and Quality" (Frans Meijers); "Quality and Careers Guidance in the UK" (Cliff Spracklen); "Quality Issues for Guidance Counsellors in Ireland: Perspective of the Institute of Guidance Counsellors" (Breeda Coyle); "Quality Management in Vocational Guidance" (Mariet Herle); "ISO [International Standards Organization] 9000 in Vocational Guidance" (Soren Borch); "Quality Improvement and Quality Assurance in Knowledge Intensive Service Organisations" (Eric Mooijman, Ronald Stevens); "Quality Management and ISO Standards in the PMS Centres for Community Education in Flanders" (Anita Faucompret); "Quality Management in a Danish Technical College" (Lisbeth Hojdal); "The Employment Office and ISO Certification" (Frank Witkamp); "Assessing Course Information Material" (Dutch National Careers Guidance Information Centre); "Complaints about Course Information Material"; "A Case Study of Course Information Material--with Transnational Comparison" (John McCarthy); "Quality Norms for Written Information in Denmark" (Ole Dibbern Andersen); "Summary of Contribution to the Enigma Expert Meeting on Quality in Information" (Anne van der Meiden); and "The Enigma [ENhancing the quality of Information and Guidance MAterial] Group." (MN)

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

This edited collection presents a selection of contributions made to the 13th eLearning Symposium, held at the University of Southampton, in January 2020. Our theme was 'Education 4.0 revolution: transformative approaches to language teaching and learning, assessment, and campus design', and attendees engaged in rich discussions around the challenges of fast-paced digital change. Contributors to this volume are educators from higher education across the world and topics include innovation in physical and digital space, effective blended language learning, and digital story-telling. We hope that this volume will inspire practitioners in the innovative use of technology for education. [The Confucius Institute in Southampton sponsored this publication.]

This book contains 12 papers exploring the problem of strengthening the notion of the United Kingdom as a learning society by making the country's higher education system more responsive to the various social groups that have traditionally been underrepresented in all areas of the nation's formal, postcompulsory education system. The following papers are included: "Introduction" (Julia Preece); "Mind the Gap: Widening Provision, Guidance, and Cultural Change in Higher Education" (Rennie Johnston, Fay Croft); "Extending the Guidance Boundaries: An Exploration of Educative and Empowering Guidance Strategies for Learners Who Have Been Long-Term Unemployed" (Ann-Marie Houghton); "Disadvantaged Youngsters: Raising Awareness, Aspiration and Access through a Summer School" (John R. D. Blicharski); "IT (Information Technology)-Based Guidance: Reaching the Parts that Other Guidance Cannot Reach?" (Irene Chapman, Sarah Williams); "What's the Point? Questions that Matter in Community-Based Projects Designed To Counter Social Exclusion and Increase Participation in Continuing Education" (Colin Trotman, Heather Pudner); "As Broad as It's Long: Challenging the Limitations of Traditional Continuing Education Strategies for Widening Participation" (Cal Weatherald, Geoff Layer); "Dismantling the Barriers: Educational Justice and Access in Ireland" (Rosemary Morris, Brian McMahon); "Student Equity: An Australian Perspective" (Margaret Heagney, Margaret James); "Access Strategies under Severe Circumstances: Promoting Access in the Chelyabinsk Region of the Russian Federation" (Maurits van Rooijen); "The Role of Social Theory in Action Research: Working for Change in a University Adult Education Department in a Multi-cultural City" (Jane Clarke); "Youth Views: A University of Bradford Community Action Research Project Conducted with and for Young People from Minority Ethnic Communities in Bradford" (Nadira Mirza, Tony Jowitt); and "Does It Make Any Difference that We Are a University? The Community Perspective" (Julia Preece). (MN)

Drawing from the information presented at a conference sponsored by the Harvard Graduate School of Education and the Mid-Atlantic Regional Technology in Education Consortium, educators, researchers, and policymakers translate theory into practice to provide a hands-on resource that describes different models for scaling up success. This resource includes illustrative examples of best practices that are grounded in real-life case studies of technology-based educational innovation, from networking a failing school district in New Jersey to using computer visualization to teach scientific inquiry in Chicago. The book demonstrates how lessons learned from technology-based educational innovation can be applied to other school improvement efforts. Following a Foreword (Ellen Condliffe Lagemann) and Preface, the book includes eleven chapters: (1) Moving from Successful Local Practice to Effective State Policy: Lessons from Union City (Fred Carrigg, Margaret Honey, and Ron Thorpe); (2) Dewey Goes Digital: Scaling Up Constructivist Pedagogies and the Promise of New Technologies (Martha Stone Wiske and David Perkins); (3) Adapting Innovations to Particular Contexts of Use: A Collaborative Framework (Barry J. Fishman); (4) Designing for Scalable Educational Improvement: Processes of Inquiry in Practice (Susan R. Goldman); (5) Scaling Up Professional Development in the United Kingdom, Singapore, and Chile (Laurence C. Peters); (6) Technology as Proteus: Digital Infrastructures That Empower Scaling Up (Chris Dede and Robert Nelson); (7) Scaling Up Data Use in Classrooms, Schools, and Districts (Sam Stringfield, Jeffrey C. Wayman, and Mary E. Yakimowski-Srebnick); (8) Foundations for Success in the Great City Schools: Lessons from Some Faster-Improving Districts (Michael Casserly and Jason C. Snipes); (9) Scaling Up Technology-Based Educational Innovations (Barbara Means and William R. Penuel); (10) Critiquing and Improving the Use of Data from High-Stakes Tests with the Aid of Dynamic Statistics Software (Jere Confrey and Katie M. Makar); and (11) Scaling Up Success: A Synthesis of Themes and Insights (Chris Dede and James P. Honan). Information about the contributors, acknowledgments, and indexes by both name and subject conclude the book.

The UNESCO International Meeting on Innovation and Excellence in TVET Teacher Education took place in Hangzhou/China in November 2004. The main aim of this conference was to establish a platform for discussion about improving the quality of Technical and Vocational Education and Training (TVET). The focal point was the development and implementation of an international Master Degree Standard in teacher and trainer education in TVET. One year later, in December 2005 the conference, from which this book derives its content, entitled "Development and Implementation of a Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (TVET) in East and South East Asia," took place at the University of Tianjin in China. This conference represents an outcome of the close cooperation between InWEnt--Capacity Building International of Germany, the Ministry of Education (MoE) Beijing in China and the UNESCO-UNEVOC, International Centre for TVET, from Bonn in Germany, and set a precedent for the further development of Master degree programmes in TVET. At the conference, various existing Master degree programmes were discussed in the context of the international framework developed in Hangzhou. Thus, the structure and content of Master degree programmes of Asian universities were introduced and discussed with particular regard to the implementation of the international framework together with broader aspects of provision impacting on TVET. The book begins with key note papers which provide the reader with the (political) background to current developments in TVET. The subsequent three chapters summarise nineteen papers delivered by participants from different countries. Significant threads emerging from the conference presentations included debate and critical analysis of the identification of training needs, based on recent research findings and empirical evidence. In addition, discussions illustrated how standards in teacher and trainer education in TVET within the international Master Degree Standard could be implemented under different national and often frequently changing policy contexts. Following a preamble and editors' preface, the following key notes and papers are presented: (1) Importance of Developing and Implementing an International Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (Rupert Maclean); (2) Capacity Building in TVET Staff Development in the Context of International Cooperation (Harry Stolte); (3) Increasing the Profile and Professionalisation of the Education of TVET Teachers and Trainers (Felix Rauner and Joachim Dittrich); (4) The International Framework Curriculum for a Master's Degree in Technical and Vocational Education and Training (TVET): A Case Study of the Implementation of a Joint European-Asian Masters Degree Programme in TVET (Frank Bunnin and Klaus Jenewein); (5) International Master Degree in Technical Teacher Education: The Case of Islamic University of Technology (IUT) (Che Kum Clement); (6) Problems and Perspectives of Master's Degree Programmes for In-Service TVET Teachers: A Case Study at Tongji University (Zhang Jianrong and Le Yanyan); (7) Case Study: Example of Internationalisation through Development of a Master's Degree Dual Award between Anglia Ruskin University, UK and Otto-von-Guericke-University, Magdeburg, Germany (Gordon Bellamy and Frank Bunning); (8) On Problems and Countermeasures in TVET Master Education (Wang Wei-Bo and Diao Zhe-Jun); (9) Vocational Disciplines--What Could a General Framework Look Like? (Joachim Dittrich); (10) Modular TVET-Teacher-Training-System, Based on Teacher-Qualification-Standards--A Proposal of UNIP (Peter Gerds and Zhi-Qun Zhao); (11) Research for TVET Policy Development (Jon Lauglo); (12) Modular Employment Oriented Curriculum Development (Harry Stolte); (13) In-Service TVET Teacher Education and Training for Sustainable Development (Eb Trowe); (14) General Survey of a Sino-German Training Project for Teachers of Vocational Education (Wu Quanquan); (15) Virtual Learning Infrastructures for Process-Oriented Qualification of Teachers and Trainers in Germany (Gert Zinke); (16) Virtual Learning Community: A New Approach to Teacher Professional Development--Reflective Research into an eLearning Program of Intercultural Collaboration between China and the United Kingdom (Bangxiang Liu); (17) Experience and Perspective of the University-Based International Cooperation and Research (Tao Qiuyan, Gao Lin, and Bao Jie); and (18) VET from the Viewpoint of the Enterprises--New Challenges for Companies and Training Institutions (Winfried Heusinger). Appended is: International Conference on "Development and Implementation of a Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (TVET) in East and South East Asia." (Individual papers contain references.) [This imprint was prepared by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training and published by InWEnt--Internationale Weiterbildung und Entwicklung gGmbH.]

The School of Cultures, Languages and Area Studies at the University of Nottingham hosted the fifth annual conference in the "Innovative Language Teaching at University" series. Under the heading "Enhancing participation and collaboration" the conference, organised by Cecilia Goria, Oranna Speicher and Sascha Stollhans, took place on 19 June 2015, and was attended by over 120 linguists, language teachers and language acquisition researchers from all over the world. This edited volume contains 15 selected short papers based on presentations from the conference, as well as Dr Jan Hardman's keynote address and a foreword by Prof. Zoltán Dörnyei. The following papers are included: (1) "Innovative language teaching and learning at university: enhancing participation and collaboration"--An introduction (Cecilia Goria, Oranna Speicher, and Sascha Stollhans); and (2) Opening-Up classroom discourse to promote and enhance active, collaborative and cognitively-engaging student learning experiences (Jan Hardman). Section 1: Fostering online collaboration: (3) Evaluating the effects of a "student buddy" initiative on student engagement and motivation (Anna Motzo); (4) "Show me where you study!"--An interactive project between German language students in Nottingham and St Andrews (Insa Hartung and Sandra Reisenleutner); (5) TANGO, an international collaborative bilingual e-learning project (Carmen Álvarez-Mayo); and (6) Open and anonymous peer review in a digital online environment compared in academic writing context (Salim Razi). Section 2: Exploring digital tools and online environments: (7) Students as producers and collaborators: exploring the use of padlets and videos in MFL teaching (Anna de Berg); (8) Can Facebook or wikis hook learners instead of the schoolbook? (Fakhreddine Brahmi); (9) "Become a reporter", the Four Skills News Project: applying and practising language skills using digital tools for level C1/C2 students (Hanna Magedera-Hofhansl); (10) Transmedia teaching framework: from group projects to curriculum development (James Reid and Filippo Gilardi); and (11) Overcoming navigational design in a VLE: students as agents of change (Marion Sadoux, Dorota Rzycka, Mizuho Jones, and Joaquin Lopez). Section 3: Beyond the language classroom: (12) From widening horizons to widening participation: transmitting the experience of global citizenship to the school classroom (Cathy Hampton and Ariane Demeure-Ahearne); (13) Intercultural communicative competence: creating awareness and promoting skills in the language classroom (Sandra López-Rocha); (14) Anything can happen out there: a holistic approach to field trips (Alessia Plutino); (15) The dichotomy of language and content in US and UK higher education--Implications for the development of intercultural competence and perspectives towards the target language (Elinor Parks); (16) We're all language teachers now: teaching subject discipline content through the medium of a second language (Neil Hughes); and (17) Challenges faced by Cantonese speakers in a UK university Mandarin course (Lan Lo). An author index is included. (Individual papers contain references.)

The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of BCES Conference Books is published in 2 parts. Number 1 of the volume contains papers submitted to the XIII Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, 10-13 June 2015. Number 2 of the volume includes papers submitted to the III International Partner Conference of the International Research Centre (IRC) "Scientific cooperation," Rostov-on-Don, Russia. Such a partner conference has been organized as part of the BCES Conferences for the past three years. The XIII BCES Conference theme is Quality, Social Justice and Accountability in Education Worldwide. The book consists of an introductory chapter by J. P. Rossouw and 58 papers written by 91 authors that are grouped into 6 parts. Part 1: Comparative Education & History of Education contains the following: (1) The Crisis in World Education and Comparative Education (Charl Wolhuter, Konstantinos Karras & Pella Calogiannakis); (2) Torsten Husén--A Co-Founder and Chairman of IEA from 1962 to 1978 (Teodora Genova); (3) Comparing Labor Insertion of Graduates from Two Areas of Knowledge in Three Mexican Localities (Marco Aurelio Navarro Leal & Ruth Roux); (4) A (New) Discursive Framework for Dealing with the Problem of Unsafe Schools (Johannes L. van der Walt) (5) Beyond Tolerance: Educating for Religious Respect and Hospitality in Pedagogic-Multilogical Sanctuaries (Ferdinand J. Potgieter); (6) Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter (F. J. Nieuwenhuis); (7) A Study on the Type of School during the Dawn of Modern Education in Bhutan (Takehiro Hirayama); (8) Jerusalem and Istanbul: Juxtaposing and Personifying Ancient Cities for a 21st Century Readership (Regan Treewater-Lipes); (9) The Concepts "Benchmarks and Benchmarking" Used in Education Planning: Teacher Education as Example (H. J. Steyn); (10) Understanding Policy Intentions is Critical for Successful Policy Implementation within the Technical and Vocational Education and Training College's Sector (Ntlantla Sebele); and (11) The Quality of Gymnasium Education in the Banal Croatia in the Era of Neoabsolutism (1854-1860) (Arijana Kolak Bošnjak). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles, contains the following: (12) Competence-Based Approach in the Education of Pedagogues--Comparative View (Klara Skubic Ermenc & Nataša Vujisic-Živkovic); (13) Educating Teachers for Intercultural Education (Klara Skubic Ermenc); (14) Becoming a Student: The Liminal Experience (Amanda S. Potgieter); (15) Teachers' Perceptions of and Solutions for Student School Failure (Slavica Maksic); (16) Quality through Holistic Simplicity (Johannes A. Slabbert); (17) Has the Change of Educational Paradigm Reached Every School and Every Class? (Sandra Ozola & Inga Riemere); (18) In-Service Training Programmes for Inclusive Education in Serbia--Offer and Implementation (Nataša Matovic & Vera Spasenovic); (19) Obstacles to Special Education for Students with Intellectual Disabilities in Turkey (Bekir Fatih Meral); (20) Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers (Milintra Kawinkamolroj, Charinee Triwaranyu & Sumlee Thongthew); and (21) Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher (Nadrudee Chitrangsan, Wichai Sawekngam & Sumlee Thongthew). Part 3: Education Policy, Reforms & School Leadership contains: (22) School Led Training: An Examination of the School Direct Recent Policy Initiative in England Making Schools Leaders in the Education of Teachers (Gillian L. S. Hilton & Helen Tyler); (23) School Led Training: An Investigation into the New School Direct Initiative for Teacher Education in England, the Experiences of Trainees and Trainers (Gillian L. S. Hilton & Helen Tyler); (24) Current Situation and Reforms Making Way for Future Positive Developments in the National Education System of Bulgaria: An Overview (Teodora Genova); (25) The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia (Živka Krnjaja); (26) Evaluation of School Education in Serbia (Emina Hebib, Vera Spasenovic & Zorica Šaljic); (27) Early Childhood Education and Care (ECEC) Quality Standards in the Republic of Ireland and the Republic of Serbia: Two Discourses of Quality (Dragana Pavlovic Breneselovic); (28) Social Justice and Music Education: Toward a Multicultural Concept of Music Education (Snježana Dobrota); (29) Social Justice, Education and School Social Work in Turkey (Ural Nadir & Mehmet Can Aktan); (30) Government Expenditures on Education as the Percentage of GDP in the EU (Fran Galetic); (31) Teaching and Assessment Practices at the National University of Lesotho: Some Critical Comments (Tebello Tlali & Lynette Jacobs); (32) The Flexibility of the Curriculum as a Strategy for Exercising Social Justice in Public Universities (Amelia Molina, José Luis Andrade & Christian Ponce); and (33) Education as an Environmental Tool (Claudio-Rafael Vasquez-Martinez, Clara Gonzalez, Fatima Carrillo, Luis Delgado, Miguel Alvarez, Maria Morfin-Otero). Part 4: Higher Education, Lifelong Learning & Social Inclusion contains: (34) Students' and Teachers' Perceptions of a "Successful" Lifelong Learning Training Intervention--An EMILIA Project Research Report (James Ogunleye, Chris Griffiths & Peter Ryan); (35) Living with Anxiety Disorders--Unemployment as a Barrier to Social Inclusion (Julian Anczewski & Marta Anczewska); (36) Using Contact and Education as a Means of Combating the Stigma of Mental Illness: An Example of a Polish Foundation "EF Kropka" (Anna Chrostek, Janina Sonik, Joanna Krzyzanowska-Zbucka, Piotr Switaj, Izabela Nowak, Marta Anczewska); (37) Recovery-Oriented Services--the Role of Training in Transformation (Izabela Nowak, Piotr Switaj & Marta Anczewska); (38) A Virtual World Case Study --Quality, Social Justice, and Accountability in a Simulation-Based Educational Environment (Susan Stockton & Terry McNeeley); (39) Challenges and Hurdles. Examining VET Transition Systems in Different European Countries--Due to Participation of Vulnerable Groups (Maren Gag & Joachim Schroeder); (40) Social Responsibility and Envy: Multicultural Reflections (Alberto G. Canen & Ana Ivenicki); (41) Education of Students with Special Educational Needs and Their Inclusion in the Community (Gordana Stankovska, Slagana Angelkoska & Svetlana Pandiloska Grncaroska); (42) Children Voices in Research (Tijana Borovac); (43) The Interaction between Higher Education and Labour Market in Changing Economic Environment (Aija Gravite); (44) Neoliberal Values and Disability: Critical Approach to Inclusive Education (Ksenija Romstein); (45) Aging Memory is "Not" a Limiting Factor for Lifelong Learning (Dejan Lalovic & Vasilije Gvozdenovic); (46) Students' Plans for Lifelong Learning and Teaching (Marlena Plavšic & Marina Dikovic); (47) Assessment of the Implementation of the ERASMUS Programme in Turkey through the Experiences of Foreign Students Visiting Turkish HEI's (Sibel Burçer); (48) Teachers' Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldview in School Context (Bojana M. Dimitrijevic); and (49) Tutorship and Academic Trajectories in School: Comparative Study in Two Public Universities in Mexico (Emma Leticia Canales Rodríguez & Octaviano García Robelo). Part 5: Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education provides the following: (50) What Are the Implications of Tier 4 UK Immigration Rules and Policy for Non-EU Students? The Experiences of Students from Nigeria (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu & Helen Ayinde); (51) The Challenges Faced by Eastern European Students within a 16-19 Education Setting in the United Kingdom (Shade Babalola); (52) Doctoral Students' Understanding of Legal and Ethical Obligations in Conducting Education Research (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu, Steve Azaiki, Charles Nna Dikeh); and (53) "A Game for All Shapes and Sizes": Safeguarding Children from Sporting Mismatches (Steve Greenfield). Part 6: Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research provides: (54) Developing Educationists as Globally Competent Education Law Researchers for International Interdisciplinary Research: A South African Perspective (Johan Beckmann & Justus Prinsloo); (55) Understanding the Nature of Structures in Education: Recent Developments (Johannes L. van der Walt); (56) Developing Research Capacity through Professional Training (Lynette Jacobs); (57) Martini Qualitative Research: Shaken, Not Stirred (FJ (Jan) Nieuwenhuis); and (58) Enriching Higher Education Training through Values and Social Engagement (Gustavo Gregorutti). Individual papers contain references. [For "Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13, Number 2," see ED568600.]

This research report presents 10 papers offering views of Finnish, Swedish, British, Danish, and United States educators on teaching and teacher education. The essays are as follows: (1) "The Missing Content in Teaching: Focus on What Teachers Reflect Upon While They Are Teaching" (Mikael Alexandersson); (2) "What Is Reflection? On Reflection in the Teaching Profession and Teacher Education" (Jan Bengtsson); (3) "Curiosity, Interest, and Intrinsic Motivation: A Conceptual Analysis" (Reijo Byman); (4) "The Development of Initial Teacher Education: Insights from Research on Learning to Teach" (James Calderhead); (5) "The Role of School Practice in Teacher Education" (Juhani Hytonen); (6) "Educational Knowledge and Reality" (Jujani Jussila); (7) "The 'Deutsche Didaktik' and the American Research on Teaching" (Pertti Kansanen); (8) "Concepts of Freedom in Danish School Legislation" (Sven Erik Nordenbo); (9) "The Denial of Change in the Process of Change: Systems of Ideas and the Construction of National Evaluations" (Thomas S. Popkewitz); and (10) "Evaluation of a Prototype Teacher Enhancement Program on Science Performance Assessment" (Maria Araceli Ruiz-Primo, Richard J. Shavelson, and Gail P. Baxter). (ND)

These 12 papers support the view that the current, general interest in widening participation in higher education in the United Kingdom may provide opportunities to radicalize policies and intervene strategically in institutional practices in ways that help to influence them. "Introduction" (Jane Thompson) precedes "Joining, Invading, Reconstructing" (Janice Malcolm), which uses the author's personal experience to clarify her concerns about the contemporary practice of widening participation. "Beyond Rhetoric" (Mary Stuart) highlights one methodology for participation in higher education that grew out of approaches used in third world development and philosophically linked to the ideal of a popular education. "Peripherality, Solidarity, and Mutual Learning in the Global/Local Development Business" (Anne Ryan) claims educational interventions that celebrate rather than problematize the experiences of those at the periphery are characterized by solidarity and mutual learning. "Common Goods" (Tom Steele) proposes adult education has a vital role to play in new educational synthesis, if a genuinely participatory mass democracy and an active toleration of cultural and sexual difference is to be achieved. "Concepts of Self-Directed Learning in Higher Education" (Richard Taylor) insists the role of the radical educator is to encourage and support the democratic and progressive articulation of self-directed learning. "Social Capital" (Loraine Blaxter, Christina Hughes) considers this concept within a frame that extends critical thinking about issues of social inclusion. "Women's Community Education in Ireland" (Anne B. Ryan, Brid Connolly) discusses how this thriving system has been considerably shaped by feminist ideas and practice, its connection to grass-roots organizations and the academy, and contribution of theories dealing with complexity, contradiction, and ambiguity. "Friendship, Flourishing, and Solidarity in Community-Based Adult Education" (Keith Hammond) looks at the way Aristotle's practical philosophy informs a community-based adult education project in and around Glasgow. "Missionary and Other Positions" (Pat Whaley) describes a joint initiative between the University of Durham and the Cleveland Community Enterprise Network to develop an accredited undergraduate program in community development and enterprise. "Widening Participation Through Action Learning in the Community (ALIC)" (Marjorie Mayo, Anan Collymore), a dialogue between a project evaluator and a project worker, provides project worker's account of ALIC's specific aims and objectives and aims and achievements of ALIC participants. "Working with Contradictions in the Struggle for Access" (John Bamber et al.) suggests actions and strategies that can make a positive difference in institutional contradictions. "Turning the Discourse" (Jim Crowther et al.) explores how the tradition of social purpose can survive, even thrive, in institutions now expected to behave as if they had never had one. Papers contain references. (YLB)

This document contains five papers examining the meaning and operation of leadership as a variable affecting student achievement in further education colleges in the United Kingdom. "Introduction" (Chris Horsfall) discusses school effectiveness studies' findings regarding the relationship between leadership and effective schools, distinguishes "management" from "leadership," and introduces the remaining papers. "Leadership in Further Education: A Summary Report from a Review of the Literature" (Stephen J. Sawbridge) focuses on the following topics: what the term "leadership" means; what leaders look like; what leaders do; who leaders are; and how leadership affects student outcomes. "A Shift from Management to Leadership" (Alan Hooper) examines the following topics: the shift from management to leadership; leadership competencies; and the behavior of effective change leaders. "'It All Goes Wrong in the Middle': A Reassessment of the Influence of College Structures on Middle Managers" (Loraine Powell) reports on the implications of a study of middle managers' perceptions of their role and work for extending middle managers' repertoire through management development. "Team Leaders Make a Difference in Raising Achievement!" (Chris Horsfall) describes the development of a short training course for FE managers and reports on other plans to raise student achievement through leadership development. Most papers include substantial bibliographies. (MN)

Has the revolution in British education over the past 15 years brought about greater educational freedom? Have parents gained freedom of choice under the neo-market system? Or has state influence over curriculum and instruction increased so much that choice and diversity have become a chimera? This collection of colloquium papers tries to answer these questions. Part I, "The Case for Freeing Schools," contains five papers: "Role of the State in Education" (Richard Pring); "Diversity, Choice and Excellence: Beyond the Comprehensive School" (David H. Hargreaves); "Choice as a Vehicle for Revitalisation of America's Inner City Schools" (Robert Peterkin); "Financing Free Education" (Rudolf Mees); and "Educational Freedom Across Europe" (Fiona Carnie). Part II, "How To Build More Diversity and Real Choice in Education," has five papers: "Third Sector Alliance: Schools That Want To Join the State System" (Colin Hodges); "'Opting in' under the 1993 Education Act: A Case Study of Oak Hill School, Bristol" (Ruth Deakin); "Steiner Schools in Ireland - A Case Study of Opting in" (Paddy McEvoy); "Muslim Schools in England and Wales" (Ibrahim Hewitt), and "Denationalising the Curriculum: From Bureaucratic Monolith to Safety Net" (James Tooley). Part III, "Education for Environmental Sustainability," contains two papers: "Education for Sustainability" (Crispin Tickell) and "Education in Partnership with Nature" (Andreas Suchantke). (Contains six appendices; each paper contains references.) (MLH)

This publication contains workshop papers which discuss the link between the labor market and vocational training. Part I provides an overview of the workshop--its objectives, issues, and conclusions. Part II consists of seven country papers. "Labour Market Information (LMI) and Vocational Training Decision-Making in Hungary" (Lazar) outlines types of LMI to help vocational education and training (VET) planning and problems concerning LMI and its use for VET decision-making. "Labour Market Needs in Adult Training Programmes in Hungary" (Fodor) discusses the labor market training system and developing company-specific training programs. "Regional Employment and Training Observatory in France" (Guegnard, Perrier-Cornet) focuses on the observatory in Burgundy, an inter-institutional network. "New Methods for Linking VET with the Labour Market in Poland: The Results of a Pilot Application" (Kabaj) focuses on two methods: monitoring of shortage and surplus occupations and tripartite training agreements. "The Future of Skills and Work: Trends and Forecasts in Germany" (Tessaring) concludes that structural change in industry and society is accompanied by a major increase in the qualification requirements of the workforce. "Challenges of Incorporating Labour Market Requirements in the Vocational Training System: Slovenia" (Kramberger) provides a summary of broader processes that influence reform attempts to improve the VET system. "Linking Labour Market Analysis and Vocational Training in the United Kingdom" (Edgell) covers the sort of analysis undertaken at the national level. Part III has four discussion papers. "The Identification of Relevant LMI for VET" (Meijers) elaborates on the need for LMI in an industrial society and describes a new qualification model. "Labour Market Forecasts on Behalf of the VET System" (de Grip) focuses on the kind of LMI required to improve the transparency of the labor market and reestablish coordination between the labor market and VET system in the former centrally planned economies of Central and Eastern Europe. "Qualitative Information for Curriculum Development" (Dybowski) discusses ways to ensure that curricula remain up-to-date. "Linking Labour Market Analysis to Vocational Training Decision-Making: Dynamics and Mechanisms" (Mozdzenska-Mrozek) presents emerging links between VET and the labor market, institutions collecting and shaping information on the labor market situation in Poland, and VET reform in Poland. Contributor notes are appended. (YLB)

The theme of this book is that the drive for quality in higher education in Britain and the concurrent moves to reform teaching and learning have not been connected organizationally or in practice. Drawing on the Quality in Higher Education research project, the book examines the variety of meanings of "quality" showing that a tension has emerged between quality-as-accountability and quality-as-transformation resulting in a "compliance culture" in which transformation in students is not occurring. Chapter 1 explores the concepts of "quality" and "transformation". In Chapters 2 and 3, the pragmatic views on quality of internal and external stakeholders are examined. Chapter 4 suggests a paradigm shift has occurred in the move from elite to mass higher education. Chapter 5 considers the purposes, principles, and role of external quality monitoring in the light of policy initiatives. In Chapter 6 an alternative improvement-led approach, which links external monitoring to transformative quality, is proposed. Chapter 7 reviews how transformation relates to existing research into students' learning. Chapter 8 proposes that the assessment of student learning can either reinforce or subvert the goals of transformation. Principles of teaching that facilitate transformative learning are considered in Chapter 9. The final chapter urges transformation on the university level. (Contains approximately 450 references.) (DB)

This book examines concepts of institutional mission in the context of British further and higher education (F/HE), especially in incorporated further education and "mixed economy" F/HE establishments previously under local education authority control. It urges adoption of participative methods of mission establishment, procedures for operationalization, and autonomy for significant groupings within the institution, and establishes a rationale for the adoption of strategic perspective. Part 1 analyzes the mission concept. Chapter 1 considers the concept of institutional mission; chapter 2, why the concept of mission has become important to the F/HE sector; chapter 3, the process of establishing a mission statement; and chapter 4, claims for mission. Part 2 reviews several methods of mission development. Chapter 5 examines mission establishment by interest groups and the impact of the process on college staff; chapter 6 examines stakeholder views of the nature of mission; and chapter 7 presents a workshop method of mission development that maximizes staff involvement. Part 3 focuses on strategic approaches to management of F/HE. Chapter 8 describes a method of operationalizing mission in Australia through strategic planning. Chapter 9 summarizes the discussion on mission and proposes a strategic management model for managers in F/HE. (Contains approximately 100 references.) (DB)

The papers which make up this volume were for the most part presented at a program of seminars given in Oxford, England, in the autumn of 1990. The seminars represented the first activity of the new Centre for Comparative Studies in Education installed at the Department of Educational Studies of the University of Oxford in January 1990. The Centre's principal objective is to collect and analyze data on education in other countries in order to make comparisons with the United Kingdom that might inform policy discussions. The present collection seeks to make a contribution to two important questions in the study of comparative education: What lessons can be learned from cross-national studies of issues in education? and What problems of comparative method do such studies have to address? The nine papers in the collection include: "Introduction" (David Phillips); "An International Comparison of Access to Higher Education" (A. H. Halsey); "Schools of Education and Teacher Education" (Harry Judge); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "French Lessons: Comparative Perspectives on What It Means to be a Teacher" (Patricia Broadfoot; Marilyn Osborn); "Apprentice Training in Germany: The Experiences of the 1980s" (Bernard Casey); "Alternative Funding of Education Systems: Some Lessons from Third World Experiments" (Keith Watson); "Unlearnt European Lessons: Why Austria Abandoned the Comprehensive School Experiments and Restored the 'Gymnasium'" (Karl Heinz Gruber); and "Japan--Pupil Turned Teacher?" (Roger Goodman). (DB)

This book examines the changing role of institutions of higher education within the context of bids made by British universities to the Universities Funding Council for funding, the changed organizational structures of British polytechnics, and the increasing importance of continuing education. Emphasis is on the new role of the university as a center for continuing and lifelong learning. The first chapter examines old assumptions about universities, the new paradigm, and the change process. Chapter 2 considers aspects of the new language of higher education. Chapter 3 discusses mission statements, aims and objectives of universities, especially regarding lifelong learning and continuing/recurring education. Chapter 4 focuses on the new structures and arrangements for incorporating principles of continuing education into established university teaching. The fifth chapter discusses compatibilities and tensions between traditional and new models and the following chapter considers issues of access, quality, accountability, and standards. Chapter 7 is about staff development, seen as "internal continuing education" within each university. The final chapter asks how far changes resulting from university aspirations to provide continuing and lifelong education are likely to go and whether this emerging paradigm is being realized. (Contains approximately 175 references.) (DB)

Discontent with failed, top-down reform and the immediate prospect of political change have created a rare opportunity to reinvent education policy and to think afresh about how teachers and children should be encouraged to develop their full potential. "The Pendulum Swings" explores alternative, genuinely transformative conceptions of leadership and learning and shows how they could become the foundation for effectively improving our schools. Since 1988, education reform has been driven by what Bernard Barker shows to be a delusion. The notion that learning can be improved through market place competition, regulation and inspection, quick leadership fixes, and best practice recipes, has proved wholly untrue. New Labour's education policies have become the single biggest obstacle to school improvement. In the year of a general election, the pendulum in education is swinging away from markets and measurement towards a humane and professional approach to schools and learning. This timely book shows that policy makers must change their thinking completely, or schools will be trapped in cycles of perpetual change that lead nowhere. This book includes a preface, Getting the Boys to Sing, and the following chapters: (1) Introduction: The Dynamics of School Reform; (2) Must the Disadvantaged Fail?; (3) Markets and Competition; (4) Imagine an End to Failure; (5) Bastards and Prophets; (6) Best Practice; (7) Progressive Alternatives; and (8) Transforming School Reform.

The nine papers included in this book are: "The Why, What and How of Educational Reform in Japan" (Roger Goodman); "Why Reform Japanese Education?" (William K. Cummings); "Destruction and Reconstruction: A Comparative Analysis of the Education Reform in Japan and Germany under the U.S. Military Occupation After World War Two" (Masako Shibata); "The Third Great Reform of the Japanese Education System: Success in the 1980s Onwards" (Christopher P. Hood); "Japanese Educational Reform: Developments and Prospects at Primary and Secondary Level" (Peter Cave); "Japanese Nationalism and the Reform of English Language Teaching" (Robert W. Aspinall); "Globalisation and the Recent Reforms in Japanese Higher Education" (Yoko Tsuruta); "Changes in Mathematics Teaching in Japan: Are They Real or Rational?" (Julia Whitburn); and "Postscript. Reflections on British Interest in Education in Japan" (David Phillips). (Papers contain references.) (SM)

This book contains 16 papers on learner support in distance education in an international context. The following papers are included: "Constructivism or Confucianism? We Have the Technology, Now What Shall We Do With It?" (Louise Aylward); "Exploring Informal Study Groups in a South African Teacher Education Programme" (Carol Bertram); "Supporting the Masses? Learner Perceptions of a South African ODL (open and distance learning) Programme" (Norma Corry, Tony Lelliot); "Addressing the Learning Skills Needs of Students at a Distance: A Dual Medium Approach" (Margaret Johnson, Clive Barrett); "Supporting the Student in New Teaching and Learning Environments" (Brian Kenworthy); "The Importance of the Tutor in Open and Distance Learning" (Helen Lentell); "Remembering Our Common Work: Institutional Support for Open Learning" (Alan Mandell, Lee Herman); "On-line Learning and Supporting Students: New Possibilities" (Robin Mason); "The Centrality of Learner Support in Open and Distance Learning: A Paradigm Shift in Thinking" (Roger Mills); "Distance Higher Education and Library Services in Japan" (Chieko Mizoue); "Changing Entrenched Learner Support Systems: Vision and Reality" (Evelyn Pulane Nonyongo); "Lost and Found: Open Learning Outside the Doors of Academe" (Jennifer O'Rourke); "Challenges in Adjusting to New Technology in Supporting Learners in Developing Countries" (Jason Pennells); "Delivering Learner Support On-line: Does the Medium Affect the Message?" (Marion Phillips); "Rethinking Learner Support in the Open University UK; A Case Study" (Alan Tait); and"Collaborative On-line Learning: Transforming Learner Support and Course Design" (Mary Thorpe). All papers include substantial bibliographies. (MN)

This book contains 19 papers on 20th century thinkers in adult and continuing education. The book is arranged in four parts as follows: early 20th century English thinkers; early 20th century American thinkers; theorists of adult and continuing education; and theorists of adult education and social change. The following papers are included: "Introduction: Adult Education--An Ideal for Modernity?" (Peter Jarvis); "Albert Mansbridge" (David Alfred); "Basil Yeaxlee and the Origins of Lifelong Education" (Angela Cross-Durrant); "R. H. Tawney--Patron Saint of Adult Education" (Barry Elsey); "John Dewey and Lifelong Education" (Angela Cross-Durrant); "E. L. Thorndike" (W. A. Smith); "Eduard Lindeman" (Stephen Brookfield); "Robert Peers" (Stella Parker); "Cyril O. Houle" (William S. Griffith [updated by Peter Jarvis]); "Malcolm S. Knowles" (Peter Jarvis); "Roby Kidd--Intellectual Voyager" (Alan M. Thomas); "K. Patricia Cross" (Carol E. Kasworm); "Chris Argyris--The Reluctant Adult Educator" (Karen E. Watkins and Jacqueline A. Wilson); "Donald Schon" (Ron Cervero); "Moses Coady and Antigonish" (John M. Crane); "Horton of Highlander" (John M. Peters and Brenda Bell); "Paulo Freire" (Peter Jarvis); "Ettore Gelpi" (Colin Griffin); "Women in Adult Education--Second Rate or Second Class?" (Mal Leicester); and "Conclusion: Adult Education at the End of the Twentieth-Century" (Peter Jarvis). (All papers include substantial bibliographies.) (MN)

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience and Research" (Bernadette Robinson); "The Influence of Teacher Beliefs on Flexible Learning Innovation in Traditional University Settings" (Edward Peter Errington); "Promoting Innovation and Change in a 'Traditional' University Setting" (Claire McLachlan-Smith, Cathy Gunn); "Making a Virtue of Necessity--Low-Cost, Comprehensive Online Teaching and Learning Environment" (Bruce King); "Experimenting in Lotus LearningSpace" (Sheila Tyler, Mike Green, Claire Simpson); "Generic Structures for Online Teaching and Learning" (Lindsay Hewson, Chris Hughes); "Selecting an Integrated Electronic Learning Environment" (Alistair Inglis); "Flexible Toolboxes: A Solution for Developing Online Resources?" (Ron Oliver, Stephen Towers, Peter Skippington, Yvonne Brunetto, Rod Farr-Wharton, Ann Gooley); "Lifelong Learning: Generating New Learning Opportunities" (Anne Gooley, Peter Skippington, Stephen Towers); "Campus Re-engineering" (Stephen Brown); "Student Recruitment and Retention in a Self-Financing University" (Danny S.N. Wong, Todd C.Y. Ng); "Using Networking Tools to Support Online Learning" (Ron Oliver, Catherine McLoughlin); "Mentoring in Open and Distance Learning" (Chris Morgan, Andre Smit); "Changing the Pattern: Towards Flexible Learning, Learner Support and Mentoring" (Santosh Panda, Tapan Jena); "Innovations in Online Assessment" (Chris Morgan, Meg O'Reilly); "VESOL [Video Auto-Editing System for Open Learning]: Cost-Effective Video Production to Support Distance Learners" (Patrick McGhee, Christopher O'Hagan); "Supporting Effective Reading of Pictorial Materials in Visually Oriented Learning Environments" (Ric Lowe); and "Professional Development in Distance Education--A Successful Experiment and Future Directions" (Ulrich Bernath, Eugene Rubin). Some papers include substantial bibliographies. (MN)

This book, which is designed primarily for undergraduate and graduate students of education, contains 12 papers devoted the New Labour's policies for schools in the United Kingdom. "Introduction" (Jim Docking) presents an overview of the book's contents and lists questions to help evaluate the effectiveness of New Labour's educational policies. "What Is the Problem?" (Jim Docking) examines the background to the standards debate and the government's rationale for increasing investment in education and intervention to raise standards. "What Is the Solution? An Overview of National Policies for Schools, 1979-99" (Jim Docking) recaps successive governments' policies to raise standards. "Target Setting, Inspection and Assessment" (Derek Shaw) explains how standards are monitored and considers problems of benchmarking. "Curriculum Initiatives" (Jim Docking) reviews national programs to raise standards in literacy, numeracy, and information and communication technology. "The Revised National Curriculum" (Jim Docking) traces the curriculum's development. "Early Years Education" (Peter Jackson) explores issues and developments in early years education. "Special Educational Needs and Inclusion" (Ron Letch) discusses the drive to place more special needs children in mainstream schools. "14-19 and Lifelong Learning" (Roger Marples) examines the complexities of provision for learners aged 14-19 and the policy to improve provisions for of lifelong learning. "The Teaching Profession" (Graham Welch, Pat Mahony) looks at policies for reforming the teaching profession. "The Role of Local Education Authorities" (Ron Letch) focuses on the changing role of local education authorities. "Choice, Diversity and Partnerships" (Peter Jackson) outlines New Labour's policies regarding choice, diversity, and development of partnerships. "Disengagement, Truancy and Exclusion" (Jane Lovey) is devoted to New Labour's policies to arrest pupil disengagement and reduce the incidence of truancy and exclusion. All papers contain substantial bibliographies. (MN)

This book contains eight papers on adult learning and literacy. "The Year 1998 in Review" (Fran Tracy-Mumford) examines educational legislation and policy and developments in adult education program development, program accountability, strategic alliances and partnerships, and instructional methodologies and technologies. "Lessons from 'Preventing Reading Difficulties in Young Children for Adult Learning and Literacy'" (Catherine E. Snow, John Strucker) examines recent findings of research on reading development. The pros and cons of admitting high school dropouts to adult literacy programs are weighed in "Youth in Adult Literacy Education Programs" (Elisabeth Hayes). "Adult Literacy and Postsecondary Education Students: Overlapping Populations and Learning Trajectories" (Stephen Reder) examines provision of literacy education in light of increasing economic demands for postsecondary credentials. The literacy levels required to read medical literature and informed consent documents are discussed in "Health and Literacy: A Review of Medical and Public Health Literature" (Rima E. Rudd, Barbara A. Moeykens, Tayla C. Colton). Assessment of outcomes and learner outcomes in English for speakers of other languages (ESOL) programs is explored in "Perspectives on Assessment in Adult ESOL Instruction" (Carol H. Van Duzer, Robert Berdan). "Adult Learning and Literacy in the United Kingdom" (Mary Hamilton, Juliet Merrifield) describes the United Kingdom's adult literacy system. The growing use of computers in literacy education is the subject of "Using Electronic Technology in Adult Literacy Education" (David J. Rosen). "Resources on the Use of Electronic Technology in Adult Literacy Education" (Jeff Carter, Lou Wollrab) is an annotated bibliography of 26 publications and Web sites devoted to adult literacy. Thirty tables/figures/exhibits are included. All papers contain substantial bibliographies. (MN) [Full text of individual chapters are available in ERIC, ED508703-ED508711, under auspices of the copublisher, Office of Educational Research and Improvement.]

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

This book contains 16 papers in four parts. After an introduction, "Educational Reforms and Equal Educational Opportunities Programmes" (Sheila Riddell and Jane Salisbury), Part 1, "Gender and Educational Reforms: The U.K. and European Context," includes: (1) "Gender Equality and Schooling, Education Policy-Making and Feminist Research in England and Wales in the 1990s" (Miriam David, Gaby Weiner, and Madeline Arnot); (2) "Equal Opportunities and Educational Reform in Scotland: The Limits of Liberalism" (Sheila Riddell); (3) "Beyond One Border: Educational Reforms and Gender Equality in Welsh Schools" (Jane Salisbury); (4) "Gender, Educational Reform and Equality in Northern Ireland" (Anthony M. Gallagher, Robert J. Cormack, and Robert D. Osborne); and (5) "Mainstreaming European'Equal Opportunities': Marginalising U.K. Training for Women" (Jacky Brine). Part 2, "Structures and Processes in Schools and Classrooms," includes: (6) "Gender and National Curricula" (Linda Croxford); (7) "Equity, Assessment and Gender" (Patricia Murphy); (8) "Gender in the Classrooms of More and Less 'Effective' Schools" (Jill Duffield); and (9) "All Change, No Change: Gendered Regimes in the Post-Sixteen Setting" (Sheila MacRae and Meg Maguire). Part 3, "Delegation and the New Managerialism," includes: (10) "Gendered Governance: Education Reform and Lay Involvement in the Local Management of Schools" (Rosemary Deem); (11) "Women Head Teachers in Northern Ireland" (Teresa Rees, Philip Heaton, and Lyn McBriar); and (12) "Teacher Education Policy and Gender" (Pat Mahony). Part 4, "Groups at the Margin," includes: (13) "Gender Equality, the 'Learning Society' Policies and Community Education" (Lyn Tett); (14) "Gender and Exclusion from School" (Gwynedd Lloyd); (15) "Caring, Consuming and Choosing: Parental Choice Policy for Mothers of Children with Special Educational Needs" (Heather Wilkinson); and (16) "Class, Race and Collective Action" (Carol Vincent and Simon Warren). (Papers contain references.) (SM)

This book contains 13 papers on developments in vocational education and training in Great Britain and the future of work. The following papers are included: "Introduction" (Geoff Esland, Mike Flude, Sandy Sieminski); "The Roles of the State and the Social Partners in Vocational Education and Training Systems" (Andy Green); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "Vocationalism and Educational Change" (Rob Moore, Mike Hickox); "Industrial Training or New Vocationalism? Structures and Discourses" (Stephen Ball); "Contextualizing Public Policy in Vocational Education and Training: The Origins of Competence-Based Vocational Qualifications Policy in the UK" (Steve Williams, Peter Raggatt); "The Competence and Outcomes Movement: The Landscape of Research" (Inge Bates); "Reality Testing in the Workplace: Are NVQs [National Employment Qualifications]'Employment-Led'?" (John Field); "A Critique of NVQs and GNVQs [General National Vocational Qualifications]" (Alan Smithers); "Ideology and Curriculum Policy: GNVQ and Mass Postcompulsory Education in England and Wales" (Denis Gleeson, Phil Hodkinson); "The Implementation of GNVQs in Further Education: A Case Study" (Margaret Bird, Geoff Esland, Jane Greenberg, Sandy Sieminski, Karen Yarrow); "The Politics of Training in Britain: Contradictions in the TEC [Training and Enterprise Council] Initiative" (Jamie Peck); "Markets, Outcomes and the Quality of Vocational Education and Training: Some Lessons from a Youth Credits Pilot Scheme" (Phil Hodkinson, Heather Hodkinson); and"Policy and Accountability" (Lee Harvey, Peter Knight). All papers include substantial bibliographies. (MN)

This book contains 12 papers that trace the connections and tensions between the original aims and forms of cultural studies in Great Britain and Northern Ireland and the current settings, goals, and methodologies of cultural studies. The following papers are included: "Introduction" (Nannette Aldred and Martin Ryle); "Marginal Occupations: Adult Education, Cultural Studies, and Social Renewal" (Tom Steele); "'Politics by Other Means'? Or, Teaching Cultural Studies in the Academy Is a Political Practice" (Richard Johnson); "'Relevant Provision': The Usefulness of Cultural Studies" (Martin Ryle); "The Marginalisation of Literature in the Teaching of Culture" (Angeliki Spiropoulou); "Relativism and Utopianism: Critical Theory and Cultural Studies" (Kate Soper); "Whither Cultural Studies?" (Jim McGuigan); "Teaching Queerly: Politics, Pedagogy, and Identity in Lesbian and Gay Studies" (Andy Medhurst); "Teaching Women's Studies: Whose Experience?" (Jane Elliott); "Cultural Studies and Cultural Practice: An Interview with Eddie Chambers" (Nannette Aldred); "A Postcolonial Pedagogy: Questions of Difference and the 'Ethical Horizon'" (Christina Lupton and Heiko Henkel); "The Value of Theory in Defining Culture in Northern Ireland" (David Butler); and "Education for What? The Politics of Pedagogy in Cultural Studies" (Alan O'Shea). (Many papers contain substantial references.) (MN)

Serious confrontation of the problems facing education requires a reform of the organizing principles of learning: a shift from an instrumental purpose to the moral and political purpose of cultural renewal, from learning for economic purposes to learning for citizenship. This book focuses on the work of secondary schools in the contexts of disadvantage and on the overwhelming need to motivate young people and foster in them a sense of purpose and optimism. Chapter 1 presents an overview of changes in educational policy in England and Wales from 1988 to the present. It argues that alternative reform agendas of recent years have failed to grasp the magnitude of disadvantage or to understand the social, moral, and political significance of change. The second chapter explores the different conceptions of learning that have prevailed in the postwar period and what they imply for developing young people's senses of worth and capacities. It defines learning in terms of agency and capacity and describes the institutional structures and cultural forms that underlay the different learning patterns. Chapters 3 and 4 articulate the codes, practices, and institutional structures of schools that express the values of active learning, which are essential if schools are to become "learning schools." The process requires shifts at a number of levels to a value-driven institutional level, integrative practices, and codes of cultural differentiation. The final chapter develops a vision of schools within a learning democracy. Five figures and an index are included. (Contains 117 references.) (LMI)

Education in the United Kingdom has been shaped by the advent of local school management and the rapid growth of grant-maintained schools. Total Quality Management (TQM) offers a new way of looking at management principles and structures by identifying the needs of both internal and external customers. This book applies principles of TQM specifically to educational management. Chapter 1 explains the origins of TQM and chapter 2 offers stories of two outstanding American teachers who applied the TQM paradigm to their work. Chapters 3 through 5 present suggestions for defining quality, developing a positive school-marketing approach, and understanding organizational processes. Ways to change the corporate culture and transform members of an organization are described in the fourth and fifth chapters. The sixth and seventh chapters deal with changing the culture and transforming staff. The eighth and ninth chapters describe the costs of achieving quality and statistical process control in the classroom. Chapters 10 through 14 describe how to plan for quality, why TQM programs sometimes fail, the core values of Deming's work, the teacher-student relationship, and the customer-transformation plan. Appendices contain guidelines for a worker-performance experiment and a sample TQM training program. (Contains 22 references.) (LMI)

This volume contains six essays on higher education which provide lessons and successful techniques for meeting the challenges of the future. The first essay, "Academic Renewal at Michigan" (James Duderstadt), describes the modern research university as a complex corporate conglomerate in danger of diluting its core business. The successful university, it argues, will maintain the centrality of student learning and faculty scholarship while focusing on transforming these core functions to take advantage of new technologies and respond to changing societal needs. The second essay, "The Future of Academic Tenure" (Richard P. Chait), explains that academic tenure stands on two legs: economic security and academic freedom and both of these are unsteady in the current climate. Third,"Today in Higher Education" (Richard Lester) examines the implications of the wave of industrial restructuring for the academic world. The fourth essay, "Restructuring British Higher Education" (Graeme Davies), examines one country's approach to an important new development on governmental funding for higher education-performance-based resource allocation. Next, "Applying Contribution Margin Analysis in a Research University" (Daniel J. Rodas, and others) describes an internally developed financial statement--the Stanford Cost Model-- that summarizes cost and revenue data in a format highly useful for understanding and analyzing academic programs. In contrast to other cost analyses models, this one focuses on academic activity-the primary "business" of the institution. "Going for the Baldrige: Restructuring Academic Programs" (Dean Hubbard) discuses the Baldrige Criteria, and how Hubbard's institution began the process of incorporating the concepts and criteria into its planning process. Information on the authors is also provided. (JB)

This book analyzes the transformation of British higher education from a closed, elite university system into an open, mass post-secondary education system. It sees the changes in British higher education as stemming from: (1) the rapid expansion in the number of students that created pressures for a shift to a mass, open post-secondary education system; (2) the resulting erosion of the distinctive qualities of British higher education, with less rigid institutional boundaries and hierarchies; and (3) post-industrial social, political, and economic changes. Separate chapters of the book trace the evolution of British higher education, the development of a national system, and the changes in institutional systems and structures; explore the political, social, and economic contexts that created the mass higher education systems; and examine the effects of intellectual and scientific culture the interdependence of the university, science, and culture, the university's changing role in scientific training and technology innovation, and the shift from subject-based teaching to student-centered learning. While the book speaks generally to the British system, it notes that open mass education is a worldwide phenomenon and relates the British experiences to similar transformations in Europe, Australia, and the United States. (Individual chapters contain reference notes.) (CH)

This book contains 15 papers written by contributors from all areas of Great Britain in further and higher education. The following papers are included: "Learning to Be Flexible" (Diana Thomas); "Managing Change: Towards a New Paradigm?" (Mac Stephenson, Timothy Lehmann); "Open Learning: Educational Opportunity or Convenient Solution to Practical Problems in Higher Education?" (Elisabeth Clark); "Staff Development for Open and Flexible Learning" (David Baume); "Moving into the Open" (Bruce Gillham); "The Development of Open Workshops: How to Make It Happen" (Jacki Proctor, Ruth Wright); "Working in Partnership" (Geoff Layer); "Open Learning for Health Service Managers" (Alison Baker, Euan Henderson); "'Motion: A Visual Database'--Learning with Interactive Video" (Gil Graham, Rod Macdonald); "Using Audio and Community Radio" (Virtue Jones); "Interactive Transmission by Satellite" (Ray Winders); "Action Learning as a Means of Helping Professionals into a New Management Role" (John Bothams); "Learning Contracts in Management Development Programmes" (George Boak); "Mixed-Mode Delivery: The Best of Both Worlds?" (Andrena Telford); and "Supporting, Assessing and Accrediting Workplace Learning" (Pauline Thorne). (MN)

This collection of 13 essays and 1 poem demonstrates how feminist analysis of the micropolitics of British higher education in terms of power, policies, discourses, curriculum, pedagogy, and intra- and interpersonal relationships provides a framework for deprivatizing women's experiences and influencing change. It includes: (1) "Troubling Transformations: Gender Regimes and Organizational Culture in the Academy" (Celia Davies and Penny Holloway); (2) "Black Women as the 'Other' in the Academy" (Naz Rassool); (3) "Irrigating the Sacred Grove: Stages of Gender Equity Development" (Barbara Brown Packer); (4) "In Our (New) Right Minds: The Hidden Curriculum of The Academy" (Debbie Epstein); (5) "Ivory Towers: Life in the Mind" (Mary Evans); (6) "Transgression and the Academy: Feminists and Institutionalization" (Val Walsh); (7) "'Out of the Blood and Spirit of Our Lives': The Place of the Body in Academic Feminism" (Tracey Potts and Janet Price); (8) "Measuring the Muse: Feminism, Creativity, and Career Development in Higher Education" (Louise Morley); (9) "The Good Witch: Advice to Women in Management" (Lesley Kerman); (10) "Black Women in Higher Education: Defining a Space/Finding a Place" (Heidi Safia Mirza); (11) "Taking Offence: Research as Resistance to Sexual Harassment in Academia" (Avril Butler and Mel Landells); (12) "Pain(t) for Healing: The Academic Conference and the Classed/Embodied Self" (Jo Stanley); (13) "My Mother's Voice? On Being 'A Native in Academia'" (Liz Stanley); and (14) "Grievance" (Dinah Dossor). Each essay contains a reference list. (MDM)

This book explores the varying meanings and impacts of management and market on higher education. The book gives an historical account of the main characteristics of higher education systems in Australia, Canada, and the United Kingdom, focusing on developments in governance since World War II. There follows a discussion of the relationships of state and economy to the management of universities. The book describes and analyzes the institutional level of university management, and a case study account is given of one university's management (University of Aston in Birmingham, England). Perceptions and comments of senior academics who have come to occupy managerial roles are offered, based on interviews with personnel in 15 universities. The final chapter draws together the various threads of the argument about the relationships among state, economy, and the management of universities and how these affect the situation and work of academics. The book presents continuing themes about the nature, purpose, and control of academic work, particularly "professionalism" and "proletarianization" and the "corporatist" character of the states, economies, and management structures and styles. It comments on theoretical perspectives used and their applicability, and on prospects and choices for the future. An appendix lists the interview questions posed to academics and administrators. (Contains approximately 200 references.) (JDD)

This collection of papers examines what academics do as a work process and how that is changing dramatically with the fiscal crises being experienced by most governments around the world. It explores how academic work is organized, how it is enacted, in whose interests, and with what ultimate effects. Papers include: "Markets in Higher Education: Australia" (Simon Marginson); "States, Economies and the Changing Labour Process of Academics: Australia, Canada and the United Kingdom" (Henry Miller); "Canadian Universities and the Impact of Austerity on the Academic Workplace" (Howard Buchbinder and P. Rajagopal); "Goal Setting, Domestication and Academia: The Beginnings of an Analysis" (Mick Campion and William Renner); "Higher Education and the State: The Irony of Fordism in American Universities" (Wesley Shumar); "The Culture of Assessment" (William G. Tierney and Robert A. Rhoads); "Entrepreneurial Science and Intellectual Property in Australian Universities" (Sheila Slaughter and Larry Leslie); "The University of Life plc: The 'Industrialization' of Higher Education?" (Richard Winter); "Deck Chairs on the 'Titanic': Award Restructuring for Academics in the Age of Economic Rationalism" (Jan Currie and Roger Woock); "Beyond the Multiversity: Fiscal Crisis and the Changing Structure of Academic Labour" (Clyde W. Barrow); "Higher Education as a Form of Labour Market Reform" (Kerry Barlow); and "The Gendered Management of Equity-Oriented Change in Higher Education" (Anna Yeatman). (Each paper contains references.) (JDD)

Development planning has recently become a commonly adopted strategy for school improvement in the United Kingdom. Development planning is a description and more formal explication of the process and actions required to plan and manage change with the intention of improving the school. The chapters in this book report on the "state of the art" of development planning. Three related themes of the book that have national and international relevance include the developmental nature of development planning, the importance of internal school organization for sustaining innovation, and the need for an integrative and longterm approach to policy implementation. Following the foreword and introduction by David H. Hargreaves and David Hopkins, the chapters include: (1) "School Development Planning: An International Perspective" (Neil Dempster, Chresten Kruchov, and Grace Distant); (2) "Creating Effective Schools through Site-Level Staff Development, Planning, and Improvement of Organizational Culture" (Daniel U. Levine); (3) "The Contribution of Quality Assurance Reviews to Development in School Systems" (Peter Cuttance); (4) "The Centrality of the Autonomy-Accountability Dilemma in School and Professional Development" (Viviane Robinson); (5) "Written Planning and School Development: Biding Time or Making Time" (Colin Biott, Patrick Easen, and Madeleine Atkins); (6) "Three Arenas of Tension: Teachers' Experience of Participation in School Development Planning" (Hilary Constable); (7) "Observing Primary School Change: Through Conflict to Whole-School Collaboration?" (Elizabeth Newman and Andrew Pollard); (8) "School Development Planning: A Place for Partnership?" (Janet Hodgson, Pat Broadhead, and John Dunford); (9) "School Effectiveness and School Improvement: A Meeting of Two Minds" (Louise Stoll); (10) "Creating Their Own Futures: The Use and Effectiveness of School Development Plans in Australian Schools" (John Braithwaite); (11) "Towards a Contingency Approach to Development Planning in Schools" (Mike Wallace); and (12) "School Development Planning in Primary Schools: Does It Make a Difference?" (Peter Mortimore, Barbara MacGilchrist, Jane Savage, and Charles Beresford). Each chapter contains references. A name and subject index are included. (LMI)

Ten personal accounts by successful leaders of colleges and universities in the United Kingdom describe how these individuals are reshaping their roles to respond to and shape the rapid and profound changes in higher education today. The opening and closing papers are by the editor and review current changes in education, and the importance of narrative accounts. The chapters are: (1) "Management and Change in Colleges and Universities: The Need for New Understandings" (Susan Weil); (2) "Piloting Higher Education Change: A View from the Helm" (Chris Price); (3) "Two Tales from a Reluctant Manager" (Adrian Webb); (4) "A Modest Revolution" (Colin Flint); "A Productive Partnership" (Ned Binks and Patricia Roberts); (6) "Managing Change or Changing Managers?" (John Bull); (7) "The Management of Change in a Large Civic University" (Alan Wilson); (8) "Growing Potential: In Students, Staff, the Institution and the Community" (Jenny Shackleton); (9) "Change and Stability: From 'Poly' to 'Varsity'" (Michael Harrison); (10) "Survival is Not Compulsory" (Ruth Gee); (11) "Focusing the University: The Changing Role of the Vice-Chancellor" (Kenneth Edwards); (12) "Bringing about Cultural Change in Colleges and Universities: The Power and Potential of Story" (Susan Weil). An Appendix contains the paper, "Growth and Diversity: A New Ear in Colleges and Universities," by Rhodri Phillips. It discusses the broad context of changes that have and are likely to take place in higher education in the United Kingdom. An index and a glossary of educational terms are also provided. (Most papers contain extensive references.) (JB)

This book discusses changes in United Kingdom universities such as, expansion, diversification and revised expectations and their impact on university organization. The key dilemma is felt to be how to recover and nurture a shared sense of purpose between those who manage and those who deliver a curriculum under social and economic pressure. The book elaborates on the concerns and interests of all stakeholders and suggests practical ways to meet these concerns. Part 1, "The Changing Context," presents three papers with the following titles and authors: "Setting the Scene" (Peter Scott and David Watson); "Managing the Curriculum: Roles and Responsibilities" (Peter Scott and David Watson); and "Changing the Subject: The Organization of Knowledge and Academic Culture" (Robin Middlehurst and Ronald Barnett). Part 2 is titled "Managing the University: Institutional Heads" and includes "The Institutional Compact" (Roger King) and "Living with Ambiguity: Some Dilemmas of Academic Leadership" (David Watson). Part 3, "Managing the Curriculum: Middle Managers and Lecturers," provides three papers: "Educational Development" (Dai Hounsell); "A Course Leader's Perspective" (Mary N. Haslum); and "Curriculum Change and Professional Identity: The Role of the University Lecturer" (Jean Bocock). The final section, "Facing the Future," offers a paper titled "Common Cause: Prospects for Renewal" (Jean Bocock and David Watson). (Each paper contains references.) (JDD)